LATEST RESOURCES

The Instructional Coaching Program and Practice Standards were developed to accelerate teacher effectiveness, build teacher leadership, increase student learning, and support equitable outcomes for every learner.
The Instructional Coaching Program standards define the essential components of an effective coaching program that accelerates teacher effectiveness. Districts can then use the Instructional Coaching Practice Standards as a framework to implement these components in a strategic, quality practice.

Case Study

The Instructional Coaching Program and Practice Standards were developed to accelerate teacher effectiveness, build teacher leadership, increase student learning, and support equitable outcomes for every learner.
The Instructional Coaching Program standards define the essential components of an effective coaching program that accelerates teacher effectiveness. Districts can then use the Instructional Coaching Practice Standards as a framework to implement these components in a strategic, quality practice.

Case Study

The Instructional Coaching Program and Practice Standards were developed to accelerate teacher effectiveness, build teacher leadership, increase student learning, and support equitable outcomes for every learner.
The Instructional Coaching Program standards define the essential components of an effective coaching program that accelerates teacher effectiveness. Districts can then use the Instructional Coaching Practice Standards as a framework to implement these components in a strategic, quality practice.

Case Study

Over the last 20 years, New Teacher Center (NTC) has worked with teachers, teacher leaders, schools and school districts, researchers, state agencies, policy-making organizations, and a range of educational institutions to define the characteristics and fundamental elements of high-quality mentoring.
NTC’s Mentor Practice Standards accelerate the development of new teacher effectiveness, improve teacher retention, build teacher leadership, increase student learning, and support equitable outcomes for every learner. These standards are carefully framed to support maximum impact on teaching and learning, regardless of context.

White paper

NTC’s Teacher Induction Program Standards (TIPS) build upon and are informed by those many years of study, consultation, collaboration, and program implementation across many contexts throughout the United States and abroad.

White paper

This series of articles focuses on seven high-leverage social and emotional skills that students
require to successfully engage in the critical thinking, discourse, and problem-solving the
standards demand.

Report

While the importance and impact of school and teacher leadership has been widely understood by policymakers and practitioners, the field has lacked a comprehensive, research-based analysis to identify the specific elements of school and teacher leadership that can increase student achievement.

White paper

Students excel when we support our teachers. When teachers receive quality mentoring, students learn more— 2–4 months of additional learning in ELA/reading and 2–5 months of additional learning in math.

Report

The purpose of this policy brief is two fold. First, we aim to communicate a vision for school improvement that utilizes evidence-driven strategies focused on educator development and school and teacher leadership. Second, we seek to inform readers of the basic elements of ESSA, changes made to the federal k12 education law since the No Child Left Behind (NCLB) Act, and approaches detailed in state ESSA plans submitted to the U.S. Department of Education

White paper

The New Teacher Center’s (NTC’s) Continuum of Teaching Practice Core Capabilities is organized to describe what a teacher should know and be able to do. It provides a description of teaching that respects the diverse ways teachers pursue excellence in teaching and learning and is a tool for self-reflection, goal setting, and inquiry into practice.

White paper

Effective teaching and learning can only happen when an Optimal Learning Environment is in place. Yet, what is an Optimal Learning Environment and how can educators foster this type of environment in their classrooms and schools?

White paper

NTC programs focus on providing intense support that is centered on advancing teacher practice and student learning through a variety of stakeholders. We know that an essential key to delivering high-quality services across any of our programs is to ask the question,“How do we define success and measure impact to continuously improve?”

White paper

Mentor Forums, which provide mentors with a venue to develop their skills and their understanding of adult learning, constitute a key component of professional learning. Forums are led by experienced mentors with a deep understanding of the learning needs of mentors and beginning teachers.

White paper

While most beginning teachers seek and value opportunities for learning, they usually find themselves on overload—from lesson planning to extra curricular duties—often lasting into the night. So it is important that induction leaders provide Beginning Teacher Learning Communities (BTLC) that they find worthwhile.

White paper

The positive impact of a leader who creates a caring learning community focused on student success is evident to all, including beginning teachers. Research reveals that inadequate support from school administration is one of the three most often reported causes of a new teacher’s decision to leave the profession (Richard Ingersoll).

White paper

NEW TEACHER CENTER provides a comprehensive and sustainable system of support for Early Learning teachers, coaches, and administrators by offering high-quality professional development opportunities that train educators to deeply understand early education, the developmental continuum for children and the value of an intentional learning environment that enhances instruction.

White paper

NTC's EARLY LEARNING LEADERSHIP PROGRAM (ELLP) is designed to support school leaders in understanding early learning pedagogy and best practices as well as how to scaffold continuous teacher improvement.

White paper

The Professional Learning Series for Early Learning Coaches (PLS FOR ELC) is a two-year series for Early Learning Coaches designed to support the creation of high-quality Early Learning classrooms in which 3, 4, and 5 year old children develop the academic, social, emotional, and language skills they need to be successful.

Practice Brief

Spend time with New Teacher Center leveraging 20 years of induction and instructional coaching program development and implementation across national and international contexts, to discuss your local needs.

Practice Brief

NTC offers partners a customized strategy to build district capacity for school leaders and key district leaders to implement an integrated and aligned school leader and teacher development system through a two-year engagement. This approach organizes school leaders to learn and improve their schools through networks of colleagues.

Practice Brief

NEW TEACHER CENTER’S Induction Program transforms the professional growth trajectory for new teachers. We prepare your mentors to not only support but accelerate beginning teacher development. With a priority focus on equity, NTC offers one of the few professional mentoring models that has demonstrated statistically significant gains in student outcomes.

This resource page is brought to you with the generous support of AXA, committed to helping educators find success in their professional and long term goals.

v

Stay Connected

NTC is constantly striving to find solutions that work for you and your district, and to ensure growth amongst your community and students. Sign up for the newsletter to keep current on the latest NTC happenings.